Objectives Student will understand that density is based on area and population.
Student will know how to create a population density map given area and population of a region.
Student will be able to interpret a population density map.
Product: Population density map on paint.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Apply concepts of density based on area and volume in modeling situation (e.g., persons per square mile, BTUs per cubic foot).
Rationale: Students will know how to find population density and will understand how to interpret that data to create a population density map
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction
In this activity students will be asked to randomly place M&Ms on a grid and create a population density map from the results by placing M&Ms randomly onto a gridded piece of paper. They will find the population density of each square unit. They will then find the population density of each square unit and create their own population density map. The process is outlined in a handout given to students. Students who understand these concepts will understand the concepts of population density.
Section II – timely feedback for products (self, peer, teacher)
Students will be given feedback via the teacher who will be going around the room to teach and make sure everyone knows what they are doing. This should not be a very long or difficult part of the lesson, so this is an adequate approach for handling student feedback.
Summative (Assessment of Learning):
Students will be given a take home worksheet to asses their learning. They will have to use the map made in class in order to complete the worksheet. This is homework, so it will likely be done independently, though it may be done in larger groups if students wish. Students will not be graded on this homework, but its completion will be worth some points.
Integration Technology:
Microsoft Paint
Content Areas:
Math - Finding and understanding population densities
Geography - Creating and interpreting maps.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will be in groups of five for the first section of the lesson. This part of the lesson takes the place of the lecture and will get students thinking about population densities and what they mean. The students will be creating their own small population density map which will take the place of their graphic organizer.
Section II – Groups and Roles for Product
Students will be put into groups of approximately four people to work on the final product of the lesson, which is a population density map on Microsoft Paint. In their groups they will be assigned certain counties for which to calculate population density and create a a population density map. Ten minutes before the end of class everyone will get together to compile a class map of the entire Northeast United States which will be used for homework the following night.
Differentiated Instruction
MI Strategies
Logic: Students must find ways to get the areas of certain regions. Visual: Students will be using maps. Kinesthetic: Students will be using rulers and other methods to find areas. Interpersonal: Students will be dealing with populations, which are loads of people. Intrapersonal:Students will respond to assessment questions individually. Naturalist: Density and population are natural things.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students absent on the day of this lesson will be given the student created population density map and the homework worksheet. These students will be responsible for the homework the next class day after they have received the work, as any normal homework assignment is.
Extensions
Type II technology:
Microsoft Paint will be used to create a population density map of the Northeast United States.
Gifted Students:
This lesson will not offer any incentives for gifted students. Gifted students should become leaders in their groups, but no incentives will be offered.
Materials, Resources and Technology 100 M&Ms per group Box cut out (so M&Ms don't go flying) M&M population density handout Colored pencils Computer or Laptops with Paint Census Information tables Blank digital state maps with counties (New York, New Jersey, Maine, Vermont, New Hampshire, Massachusetts, Rhode Island, Connecticut)
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) Day 1 5 mins - students watch "7 Billion" by National Geographic and class discusses 5 mins - Teacher describes the M&M activity and forms groups based on rank of number of letters in last name 10 mins - in teams of four, students complete the M&M activity 10 mins - teacher reassembles the class and explains the population density map activity, teams of four are created randomly 30 mins - students work in groups to create their region of the population density map remainder of class - Group collaborates on forming the class map and students are given homework.
Students will know that density is based mass and volume, and that these principles can be applied to area as well. Density can be found in populations. Apply concepts of density based on area and volume in modeling situations. Population and population density will be discussed in a video prior to class. (Why)(Where)(What)(Hook) MI tailors Interpersonal, Naturalist, logical
Students will know how to calculate density based on population and mass. Students will conduct an experiment with M&Ms to become familiar with the practices of finding population density and to understand the process. Students will be working in groups of fours and fives to accomplish tasks. (Equip)(Explore)(Experience) MI Tailors Kinesthetic, Logical, Naturalist Interpersonal
Students will be asked to answer some questions for homework about the days activities. Students will need to collaborate to create a population density map in Microsoft Paint which will be distributed to all students at the end of class. The teacher will check with students to make sure they understand the concepts. (Rethink)(Revise)(Refine) MI Tailors Verbal, Visual, Interpersonal, Naturalist
Content Notes Students will know….. Population density = total population/total area How to create an appropriate scale for a population density map How to interpret a population density map
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: These students will find comfort in reading charts in this lesson to develop stats which they will use in the class density map.
Microscope: These students will be able to observe the world as if they are looking down at an ant colony. After all, this is what maps are really like when it comes down to it. These person will like analyzing why distributions are set up the way that they are.
Puppy: This entire lesson is based around group work, in small groups as well as in large groups. Puppy learners will be happy to see the class come to a consensus.
Beach Ball: Beach ball learners should enjoy the way that this lesson changes from watching a movie, to eating M&Ms, to doing research and putting together a well thought out map.
Rationale: This lesson aims to bring map making and that sort of thinking down to the people. Students will realize that primary sources can be made by people here and now. They will understand how to use the tools which they already have to make things that are useful to themselves and to others.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Students will be working to create population density maps of M&Ms. Each map will be different and it will be a way for the students to show what the know before They complete the summative assessment.
Summative:
Students will be creating population density maps of the Northeast United States. Each group will be assigned about thirty different counties to find the population density of, and eventually the entire class will come together to create the map of the entire Northeast.
Rationale:
Students will have to show what they know in tabulating statistics from databases. They will also have to prove they understand the concept of density, and more specifically, population density
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Common Core Standards Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Apply concepts of density based on area and volume in modeling situation (e.g., persons per square mile, BTUs per cubic foot).
Facet: Interpret
Rationale: Students need to interpret the data in order to create maps, and they must also interpret the maps.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Logic: Students must find ways to get the areas of certain regions. Visual: Students will be using maps. Kinesthetic: Students will be using rulers and other methods to find areas. Interpersonal: Students will be dealing with populations, which are loads of people. Intrapersonal:Students will respond to assessment questions individually. Naturalist: Density and population are natural things.
Type II Technology: Microsoft Paint is used to create a population density map
Rationale: using technology to create maps is an important element of new technology.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will see this lesson plan and want to do other things like the things modeled here.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: There are many agencies like the United States Census Bureau where students can find information and statistics. Students will be helped to realize the hings they can do.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr Makuch Lesson #: 5 Facet: Interpret
Grade Level: 10 Numbers of Days: 1
Topic: Geometry
PART I:
Objectives
Student will understand that density is based on area and population.
Student will know how to create a population density map given area and population of a region.
Student will be able to interpret a population density map.
Product: Population density map on paint.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Apply concepts of density based on area and volume in modeling situation (e.g., persons per square mile, BTUs per cubic foot).
Rationale: Students will know how to find population density and will understand how to interpret that data to create a population density map
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
In this activity students will be asked to randomly place M&Ms on a grid and create a population density map from the results by placing M&Ms randomly onto a gridded piece of paper. They will find the population density of each square unit. They will then find the population density of each square unit and create their own population density map. The process is outlined in a handout given to students. Students who understand these concepts will understand the concepts of population density.
Section II – timely feedback for products (self, peer, teacher)
Students will be given feedback via the teacher who will be going around the room to teach and make sure everyone knows what they are doing. This should not be a very long or difficult part of the lesson, so this is an adequate approach for handling student feedback.
Summative (Assessment of Learning):
Students will be given a take home worksheet to asses their learning. They will have to use the map made in class in order to complete the worksheet. This is homework, so it will likely be done independently, though it may be done in larger groups if students wish. Students will not be graded on this homework, but its completion will be worth some points.
Integration
Technology:
Microsoft Paint
Content Areas:
Math - Finding and understanding population densities
Geography - Creating and interpreting maps.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will be in groups of five for the first section of the lesson. This part of the lesson takes the place of the lecture and will get students thinking about population densities and what they mean. The students will be creating their own small population density map which will take the place of their graphic organizer.
Section II – Groups and Roles for Product
Students will be put into groups of approximately four people to work on the final product of the lesson, which is a population density map on Microsoft Paint. In their groups they will be assigned certain counties for which to calculate population density and create a a population density map. Ten minutes before the end of class everyone will get together to compile a class map of the entire Northeast United States which will be used for homework the following night.
Differentiated Instruction
MI Strategies
Logic: Students must find ways to get the areas of certain regions.
Visual: Students will be using maps.
Kinesthetic: Students will be using rulers and other methods to find areas.
Interpersonal: Students will be dealing with populations, which are loads of people.
Intrapersonal:Students will respond to assessment questions individually.
Naturalist: Density and population are natural things.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students absent on the day of this lesson will be given the student created population density map and the homework worksheet. These students will be responsible for the homework the next class day after they have received the work, as any normal homework assignment is.
Extensions
Type II technology:
Microsoft Paint will be used to create a population density map of the Northeast United States.
Gifted Students:
This lesson will not offer any incentives for gifted students. Gifted students should become leaders in their groups, but no incentives will be offered.
Materials, Resources and Technology
100 M&Ms per group
Box cut out (so M&Ms don't go flying)
M&M population density handout
Colored pencils
Computer or Laptops with Paint
Census Information tables
Blank digital state maps with counties (New York, New Jersey, Maine, Vermont, New Hampshire, Massachusetts, Rhode Island, Connecticut)
Source for Lesson Plan and Research
http://www.census.gov/popest/data/counties/totals/2011/CO-EST2011-01.html
Used for population estimates of counties used by students to create population density maps.
http://education.nationalgeographic.com/archive/xpeditions/lessons/01/g912/density.html?ar_a=1
Used by the educator to help generate ideas for the lesson plan.
http://www.fayar.net/east/teacher.web/math/Illuminations/lessonplans/6-8/popdens/Pop_Density.PDF
Used by the educator to help generate ideas for the lesson plan.
http://www.cteco.uconn.edu/metadata/dep/browsegraphic/northeastcountyfullview.gif
Map of all counties in the northeast states which will be used in creating the population density map.
http://www.youtube.com/watch?v=sc4HxPxNrZ0
Source for the hook video
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
5 mins - students watch "7 Billion" by National Geographic and class discusses
5 mins - Teacher describes the M&M activity and forms groups based on rank of number of letters in last name
10 mins - in teams of four, students complete the M&M activity
10 mins - teacher reassembles the class and explains the population density map activity, teams of four are created randomly
30 mins - students work in groups to create their region of the population density map
remainder of class - Group collaborates on forming the class map and students are given homework.
Students will know that density is based mass and volume, and that these principles can be applied to area as well. Density can be found in populations. Apply concepts of density based on area and volume in modeling situations. Population and population density will be discussed in a video prior to class.
(Why)(Where)(What)(Hook) MI tailors Interpersonal, Naturalist, logical
Students will know how to calculate density based on population and mass. Students will conduct an experiment with M&Ms to become familiar with the practices of finding population density and to understand the process. Students will be working in groups of fours and fives to accomplish tasks.
(Equip)(Explore)(Experience) MI Tailors Kinesthetic, Logical, Naturalist Interpersonal
Students will be asked to answer some questions for homework about the days activities. Students will need to collaborate to create a population density map in Microsoft Paint which will be distributed to all students at the end of class. The teacher will check with students to make sure they understand the concepts.
(Rethink)(Revise)(Refine) MI Tailors Verbal, Visual, Interpersonal, Naturalist
Content Notes
Students will know…..
Population density = total population/total area
How to create an appropriate scale for a population density map
How to interpret a population density map
Handouts
M&M Population Density Map Activity
M&M Population Density Map Activity Grid
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: These students will find comfort in reading charts in this lesson to develop stats which they will use in the class density map.
Microscope: These students will be able to observe the world as if they are looking down at an ant colony. After all, this is what maps are really like when it comes down to it. These person will like analyzing why distributions are set up the way that they are.
Puppy: This entire lesson is based around group work, in small groups as well as in large groups. Puppy learners will be happy to see the class come to a consensus.
Beach Ball: Beach ball learners should enjoy the way that this lesson changes from watching a movie, to eating M&Ms, to doing research and putting together a well thought out map.
Rationale: This lesson aims to bring map making and that sort of thinking down to the people. Students will realize that primary sources can be made by people here and now. They will understand how to use the tools which they already have to make things that are useful to themselves and to others.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Students will be working to create population density maps of M&Ms. Each map will be different and it will be a way for the students to show what the know before They complete the summative assessment.
Summative:
Students will be creating population density maps of the Northeast United States. Each group will be assigned about thirty different counties to find the population density of, and eventually the entire class will come together to create the map of the entire Northeast.
Rationale:
Students will have to show what they know in tabulating statistics from databases. They will also have to prove they understand the concept of density, and more specifically, population density
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Common Core Standards
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Apply concepts of density based on area and volume in modeling situation (e.g., persons per square mile, BTUs per cubic foot).
Facet: Interpret
Rationale: Students need to interpret the data in order to create maps, and they must also interpret the maps.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logic: Students must find ways to get the areas of certain regions.
Visual: Students will be using maps.
Kinesthetic: Students will be using rulers and other methods to find areas.
Interpersonal: Students will be dealing with populations, which are loads of people.
Intrapersonal:Students will respond to assessment questions individually.
Naturalist: Density and population are natural things.
Type II Technology: Microsoft Paint is used to create a population density map
Rationale: using technology to create maps is an important element of new technology.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will see this lesson plan and want to do other things like the things modeled here.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: There are many agencies like the United States Census Bureau where students can find information and statistics. Students will be helped to realize the hings they can do.